How and why do teachers’ participation in professional development and collaboration with colleagues differ across countries?

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nils Kirsten
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引用次数: 0

Abstract

We examine country differences in teachers’ participation in professional development (PD) and collaboration and explore which factors explain differences among countries. We show that PD participation and teacher collaboration differ considerably among countries and that the levels of PD participation and teacher collaboration are weakly related to one another at both the country and school levels. Although higher overall accountability pressure explains some PD participation gaps, most differences remain unexplained. Regarding teacher collaboration, no single factor accounts for variations across all countries. However, teacher characteristics, particularly the proportion of full-time employed teachers, account for collaboration gaps among specific countries.
各国教师参与专业发展和与同事合作的情况如何以及为什么不同?
我们考察了教师参与专业发展(PD)和合作方面的国家差异,并探讨了哪些因素解释了国家之间的差异。我们发现,教师参与和教师合作在不同国家之间存在很大差异,教师参与和教师合作的水平在国家和学校层面上都是弱相关的。尽管更高的总体问责压力解释了一些PD参与差距,但大多数差异仍无法解释。关于教师合作,没有单一因素可以解释所有国家的差异。然而,教师的特点,特别是全职教师的比例,造成了具体国家之间的合作差距。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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